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\pard\plain\pard\ql{\plain\b\f4684\fs24\cf1 What is the difference between a mathematical exploration and an extended essay in mathematics?\par }
\pard\ql{\plain\b\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 The criteria are completely different. It is intended that the exploration is to be a much less extensive piece of work than a mathematics extended essay. The intention is for students to \'d2explore\'d3 an idea rather than have to do the formal research demande}
{\plain\f4684\fs24\cf1 d in an extended essay.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs24\cf1 How long should it be?\par }
\pard\ql{\plain\b\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 It is difficult to be prescriptive about mathematical writing. However, the }
{\plain\i\f4684\fs24\cf1 Mathematics SL guide}
{\plain\f4684\fs24\cf1  state that 6\'d012 pages should be appropriate. A common failing of mathematical writing is excessive repetition, and this should be avoided, as such explorations will be penalized for lack of conciseness. However, it is recognized that some explorations wil}
{\plain\f4684\fs24\cf1 l require the use of several diagrams, which may extend them beyond the page limit.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs24\cf1 How long should it take?\par }
\pard\ql{\plain\b\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 It is difficult to give a single answer. However, the guideline of 10 hours should suffice for students to develop their ideas and complete the exploration.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs24\cf1 Does the exploration need a title?\par }
\pard\ql{\plain\b\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 It is good practice to have a title for all pieces of work. If the exploration is based on a stimulus, it is recommended that the title not just be the stimulus. Rather, the title should give a better indication of where the stimulus has taken the student.}
{\plain\f4684\fs24\cf1  For example, rather than have the title \'d2water\'d3, the title could be \'d2Water\'d1predicting storm surges\'d3.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs24\cf1 Can students in the same school/class use the same title for the exploration?\par }
\pard\ql{\plain\b\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 Yes, but the explorations must be different, based on the avenues followed by each student. As noted above, the title should give an idea of what the exploration is about. Group work is not allowed.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs24\cf1 Can students in the same school/class use the same stimulus?\par }
\pard\ql{\plain\b\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 Yes, this is permissible. However, the stimuli are intended to be broad themes around which a variety of foci could develop. It is therefore expected that, even if students use the same stimuli, the resulting explorations will be very different.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs24\cf1 Do teachers have to use stimuli?\par }
\pard\ql{\plain\b\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 No, but it may sometimes be useful to provide a stimulus as a means of helping students to get started on their exploration.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs24\cf1 What should the target audience be for a student when writing the exploration?\par }
\pard\ql{\plain\b\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 The exploration should be accessible to fellow students.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs24\cf1 Can the students use mathematics other than that they have done in class?\par }
\pard\ql{\plain\b\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 Yes, but this must be clearly explained and referenced, and teacher comments should clarify this.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs24\cf1 Can students use mathematics that is outside the syllabus?\par }
\pard\ql{\plain\b\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 Yes, as long as the mathematics used is relevant. However, this is not necessary to obtain full marks.\par }
\pard\ql{\plain\b\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs24\cf1 What is the difference between criterion A (communication) and criterion B (mathematical presentation)?\par }
\pard\ql{\plain\b\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 Communication is focusing on the overall organization and coherence of the exploration, whereas mathematical presentation focuses on the appropriateness of the mathematics. An exploration that is logically set out in terms of its overall structure could sc}
{\plain\f4684\fs24\cf1 ore well in criterion\'caA despite using inappropriate mathematics. Conversely, an exploration that uses appropriate diagrams and technology to develop the ideas could score well in criterion\'caB but poorly in criterion\'caA because it lacked a clear aim or conclu}
{\plain\f4684\fs24\cf1 sion, for example.\par }
\pard\ql{\plain\b\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs24\cf1 Does the exploration have to be word processed or handwritten?\par }
\pard\ql{\plain\b\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 Work processsed.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs24\cf1 What is personal engagement?\par }
\pard\ql{\plain\b\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 The exploration is intended to be an opportunity for students to use mathematics to develop an area of interest to them rather than merely to solve a problem set by someone else. Criterion\'caC (personal engagement) will be looking at how well the student is }
{\plain\f4684\fs24\cf1 able to demonstrate that he or she has \'d2made the exploration their own\'d3 and expressed ideas in an individual way.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs24\cf1 What is the difference between precise and correct?\par }
\pard\ql{\plain\b\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 As outlined in criterion E (use of mathematics), \'d2precise\'d3 mathematics requires absolute accuracy with appropriate use of notation. \'d2Correct\'d3 mathematics may contain the occasional error as long as it does not seriously interfere with the flow of the work }
{\plain\f4684\fs24\cf1 or give rise to conclusions or answers that are clearly wrong.\par }
}